The Effectiveness of Accept. Identify. Move (AIM) in Reducing Disruptive Behaviors and Increasing Psychological Flexibility in the Classroom

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dc.contributor.advisorRoyer, David
dc.contributor.authorCurry, Sharlene Elizabeth
dc.contributor.departmentSpecial Education
dc.date.accessioned2021-09-30T18:20:27Z
dc.date.available2021-09-30T18:20:27Z
dc.date.issued2021
dc.description.abstractThe purpose of this study was to determine the effects of the Accept. Identify. Move. (AIM) curriculum with and without the token economy on the problem behaviors of an 18-year-old male student with autism. By targeting the function of rigid rule-governed behaviors of a high school student with Autism, I aimed to reduce the number of disruptive behaviors displayed during class time and increase the student’s psychological flexibility. A multielement A-B-BC-B’-BC’ design was used to compare AIM without token economy to AIM with the token economy and found they were both successful in reducing disruptive behaviors compared to baseline. AIM lessons with token economy appeared to have the greatest effect, though further investigation is needed and with different experimental design. Psychological flexibility increased across sessions as indicated by the Children’s Psychological Flexibility Questionnaire (CPFQ). This preliminary work suggests the AIM curriculum with the token economy is most effective in reducing disruptive behaviors and increasing psychological flexibility. Educational implications and future directions are discussed.
dc.description.degreeM.Ed.
dc.identifier.urihttp://hdl.handle.net/10125/76483
dc.languageeng
dc.publisherUniversity of Hawaii at Manoa
dc.subjectSpecial education
dc.titleThe Effectiveness of Accept. Identify. Move (AIM) in Reducing Disruptive Behaviors and Increasing Psychological Flexibility in the Classroom
dc.typeThesis
dc.type.dcmiText
local.identifier.alturihttp://dissertations.umi.com/hawii:11089

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